Hyperkinesis : Myth, Mystery, and Matter

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Abstract
Efforts to determine the cause of, diagnose, and prescribe treatment for behaviors associated with what is called hyperkinesis have been fraught with inconsistencies and confusion. Although the validity of the term has been questioned and the research plagued by problems of definition and design, the term continues to have appeal among educators, psychologists, and pediatricians. Because discussions and opinions are diverse, most reviews of research have focused on specific aspects of the term. This review attempts to identify collectively for the reader the myth, mystery, and substance of the salient issues. In addition to a general discussion and categorization of the research findings, a set of criteria is established to assist with identification and clinical judgment. Although the findings are unclear, there appears to be enough evidence to justify using the term. In view of the recent shift to the term attention-deficit disorder, outlined by the Diagnostic and Statistics Manual (DSM-III), and the repeated call of professionals to define subpopulations of children, there is a continued need to examine research outcomes in terms of its explainability, substance, trends, and new developments. This paper summarizes research findings and discussion regarding cause, diagnosis, and treatment. The information has implications for teachers as well as for other clinicians.

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